Taking Action to Overcome Obstacles: A Hero’s Life Story

1. Taking Action to Overcome Obstacles:A Hero’s Life Story

2. Learning Objectives • Students will… • Define goals and obstacles. • Identify actions taken by one person to help another reach a goal. • Examine how actions display empathy and integrity.

3. Vocabulary Goal = What you want Obstacle = What blocks you from your goal Character Strength = A trait you have and can develop that helps you put yourvalues into action

4. Character Connection Empathy = Understanding and caring about the perspectives of others Integrity = Acting honestly, according to what you think is important

5. Big Ideas We naturally try to overcome obstacles that get in the way of our goals. Using empathy, we can learn about and root for other people's goals. Using integrity, we can support one another in overcoming obstacles and reaching goals.

6. The Story of Helen Keller Watch: 1930s TV footage of Helen Keller and Anne Sullivan (available at the following links) On our website: https://libertymuseum.org/liberty-institute/tours/overview/ YouTube: http://youtu.be/GzlriQv16gg TeacherTube: http://www.teachertube.com/video/340963 What is going on in this video? What examples did you see of someone using empathyand integrity?

7. Mini-Story #1: Helen Keller Helen Keller, as a child, wanted to communicate. However, being blind and deaf made it hard for her to learn language. She overcame this obstacle by learning a special form of sign language from her teacher, Anne Sullivan. Every character in a story has a goal (something they want) and an obstacle (something that blocks them from having it). In this mini-story about Helen Keller… What is Helen’s goal?   What is Helen’s obstacle?

8. Mini-Story #2: Anne Sullivan Anne Sullivan wanted her student, Helen Keller,to be able to communicate. However, being blind and deaf made it hard for Helen to learn language. Anne overcame this obstacle by teaching Helen a special form of sign language. Is Helen Keller still the main character in our story? Who is the main character? What is Anne’s goal? What is Anne’s obstacle?

9. Mini-Story #3: Tommy Stringer Tommy Stringer, a young boy who was blind and deaf, wanted to go to school. However, no one could afford his tuition at the School for the Blind. Helen Keller learnedabout his story and was moved. She remembered wanting to learn too. She asked people to donate moneyand collected enough to send Tommy to school. Who is our main character now? What is Tommy’s goal? What is Tommy’s obstacle? What action is taken to overcome the obstacle?

10. Think It Through • In this story, Tommy wants to go to school. But what does Helen want? • She must want Tommy to go to school, too, or she wouldn’t take action to make it happen. But why does she want that? • Pair-Share • Talk with a partner. Why would Helen care whether Tommy goes to school? • (Re-read the story on the previous slide if needed.)

11. Character Connection Did You Know? Empathy is a character strength that anyone can practice. When you look at a situation from someone else’s point of view and care about their feelings and their goals, you are using empathy. Using empathy, Helen looked at the situation from Tommy’s point of view, thought about how he must feel, and wanted him to reach his goal of going to school. Think About It Think of a time you were rooting for someone else to reach their goal (for example, wanting your friend to win a talent show). Why did it matter to you?

12. Mini-Story #4: Factory Workers People working in factories in the early 1900s wanted to be safe and healthy, just like you do. However, their working conditions were dangerous. Sometimes, they would get injured and sick. Helen Keller, now an adult, learned about their obstacles and wanted to help them be safe. She made speeches to convince people the laws should be changed to protect workers. Who are the main characters in this story? What is the factory workers’ goal? What is their obstacle? What action is taken to try to overcome the obstacle?

13. Think It Through Think About It Helen worked alongside factory workers to help overcome their obstacles and reach their goals. Why do you think she did that? If you said Helen experienced empathy for the factory workers, you’re right. She looked at the situation from their point of view, thought about how they must feel, and wanted them to reach their goals. But wanting something doesn’t make it happen…. People use another character strength when they take action to help someone.

14. Character Connection Did you know? Integrity is another character strength that anyone can practice. When you act according to what you think is important, you are using integrity. • Helen thought it was important for Tommy to go to school… so she acted (she raised money for him). • Helen thought it was important for factory workers to be safe… so she acted (she made speeches).

15. Think It Through “I cannot do everything, but still I can do something.” ~Helen Keller Pair-Share In your own words, what does this quote mean? What actions did Helen Keller take that match her statement? When you make your actions match your words, you are using integrity.

16. Character Connection Review Integrity is a character strength that anyone can practice. When you act according to what you think is important, you are using integrity. Choosing the right action is what gets you to the goal. • Helen thought it was important for Tommy to go to school… so she acted (she raised money for him). • Helen thought it was important for factory workers to be safe… so she acted (she made speeches).

17. Wrap-Up Check for Understanding See what you know! Fill in the blanks on your Taking Action to Overcome Obstacles worksheet. Wrap-Up When you are finished, on a separate small piece of paper, answer the following question: What is one thing you learned from this lesson today?

18. Academic Standards & Sources Common Core Language Arts CCSS.ELA-LITERACY.RH.6-8.2 Determine the central ideas or information of a primary or secondary source PA History 8.1.8.B Compare and contrast a historical event, using multiple points of view from primary and secondary sources. NJ Social Studies 6.1.4.A.9 Compare and contrast responses of individuals and groups, past and present, to violations of fundamental rights.   Sources • Perkins School for the Blind, Archives: http://www.perkinsarchives.org/ • Helen Keller International: http://www.hki.org/ • “Who’s Helen Keller,” Teaching Tolerance: http://www.tolerance.org/magazine/number-24-fall-2003/feature/whos-helen-keller